Tag Archive for: students

Posts

Image of Angela Deaver Campbell with three 2019 graduates who benefited from the Scholarship Resource Center’s support, Wesley Armstrong, Sereena Nand and Austin Lee.Image credit: Alyssa Bierce/UCLA College

25 years of helping UCLA students graduate with less debt

/in , , , , , /by
Scholarship Resource Center celebrates a quarter-century of connecting Bruins with financial support, mentorship, community
Image of Angela Deaver Campbell with three 2019 graduates who benefited from the Scholarship Resource Center’s support, Wesley Armstrong, Sereena Nand and Austin Lee.

Angela Deaver Campbell with three 2019 graduates who benefited from the Scholarship Resource Center’s support, Wesley Armstrong, Sereena Nand and Austin Lee. Image credit: Alyssa Bierce/UCLA College

By Jonathan Riggs | April 5, 2022

Ask Angela Deaver Campbell how she envisioned the work of the UCLA Scholarship Resource Center, which she launched in 1996, and you’ll get a fairly understated answer: “I saw us as ambassadors of goodwill helping students to graduate with less debt.”

Ask any of the hundreds of students she and her team have helped over the past 25 years, however, and their responses speak to the center’s profound impact.

“I absolutely would not be where I am today without Angela’s and the SRC’s support,” said Aleksandr Katsnelson, a 2009 graduate who went on to earn a law degree from Harvard University. “Angela wore many hats during our interactions: role model, emotional support provider and hero.”

Helping students compete for and win scholarships is the most visible aspect of their mission, but the resource center’s staff also brings a compassionate, high-touch approach to aiding students in other critical ways, including presentation skills, goal-setting and navigating complicated institutional structures.

Constantly evolving with the times, the center proved a beacon for students whose financial situations became unpredictable during the COVID-19 pandemic.

“I was really lost as to how to navigate my financial situation, and the SRC addressed all of my questions and concerns,” said Alice Yanovsky, a 2021 graduate who, with guidance from the center, earned a Mandel and Winick Undergraduate Scholarship. “They helped me pay for my last year of school during the peak of the pandemic, which was a really scary time.”

The center’s legacy keeps growing thanks to Deaver Campbell, who still serves as director, and assistant director Rebecca Blustein, student affairs officer Mac Harris and a group of graduate students who act as student affairs advisors. And while its scope has expanded, the center’s core mission remains unchanged: to provide scholarship information, resources, mentoring and support to all UCLA students.

“Most colleges and universities do not have a center like this — we were way ahead of the curve in 1996 in reimagining the 20th century model of having students sink or swim on their own in the private scholarship process,” Deaver Campbell said. “The SRC is unique in that we provide students with high-touch, holistic service and counseling, regardless of their financial aid eligibility.”

The center’s emphasis on treating students as unique individuals, as opposed to a one-size-fits-all approach, hasn’t gone unnoticed.

“Starting from day one, I knew that I could go to Angela and her team with questions about my scholarship, academics or even job searches,” said Max Harrell, a 2021 graduate whose education was supported by a Thelma L. Culverson Scholarship, which covers California resident tuition and room and board. “The fact that everyone at the SRC knows your name, your goals on campus and even what classes you’re taking, demonstrates how much they want you to succeed.”

When the center opened in 1996, its sole focus was to help students locate and apply for scholarships from off-campus sources. But in 1998, staff began working with development officers at the UCLA College to support students applying for 18 private donor-funded scholarships. Today, the number of scholarships overseen by the resource center has grown to around 100; and of the approximately $5 million in donor-funded scholarships overseen by UCLA’s Division of Undergraduate Education, the center administers about half.

Key to the center’s success are the UCLA graduate students who provide writing and counseling support, and run workshops on how to secure scholarships. Over the years, more than 50 graduate students have served in that role, and many have gone on to use their skills in faculty, administrative and student support positions at other institutions — at East Los Angeles College, the University of Chicago, Brown University and the University of Oregon, to name a few.

One of the center’s current priorities is empowering more students to vie for the world’s most competitive scholarships — including the Rhodes, Marshall, Mitchell, Truman and Churchill — while coordinating the campus process for them. Leading that charge is Blustein, the assistant director, who can draw on her experience not only as a former student affairs advisor, but also as a past winner of a Mitchell scholarship.

Herman Luis Chavez, who expects to graduate from UCLA in June, is just one of the students benefiting from that approach. “Dr. Blustein was there for me every step of the way, from editing my application essays to providing mock interviews,” said Chavez, who received support from the center on his way to winning a Marshall scholarship and becoming a finalist for a Rhodes scholarship.

But beyond its ability to help students win scholarships, Blustein said, the center aims to empower all students who walk through its doors, no matter where they go or what they do after UCLA.

“The process of applying for scholarships — win or lose — was crucial to help me visualize my career goals and instrumental to prepare me for where I am today,” said Nathan Mallipeddi, a 2020 graduate who earned both Strauss and Fulbright scholarships and is now a first-year medical student at Harvard.

As the center begins its second quarter-century, Deaver Campbell has identified another important goal: securing independent support to help ensure it can continue to thrive regardless of statewide budget cuts.

“We would love for a donor to make the SRC’s funding permanent, so that no economic downturn could ever affect our ability to help change lives,” Deaver Campbell said. “Every year, more students and families come to us for solutions. Our work is too important to be vulnerable.”

Many students who have been helped by the Scholarship Resource Center have learned to appreciate the importance of philanthropy and some, like Darnel Grant, hope to become future donors themselves.

“The SRC provided me with constant support and encouragement throughout my undergraduate journey. They made me feel I was not going through my educational process alone,” said Grant, a recipient of the Eugene and Maxine Rosenfeld Scholarship who expects to graduate in June. “Now, my life’s goal is to help others to the same degree that the SRC helped me.”

This article originally appeared in the UCLA Newsroom. For more of Our Stories at the College, click here.

Image of Samantha Mensah, UCLA doctoral candidate in chemistryReed Hutchinson/UCLA

She’s a catalyst: UCLA doctoral candidate Samantha Mensah, co-founder of BlackInChem

/in , , /by
Image of Samantha Mensah, UCLA doctoral candidate in chemistry

Samantha Mensah, UCLA doctoral candidate in chemistry. Photo by Reed Hutchinson/UCLA

Samantha Mensah co-founded BlackInChem to help other students of color and women advance as chemists

By Nancy Gondo

Sparked by the national reckoning with racial justice, UCLA graduate student Samantha Mensah has spent the last two years rigorously pursuing her doctorate in chemistry while also trying to make chemistry and other science fields more welcoming to fellow Black scientists and underrepresented people.

In the midst of an isolating pandemic, Mensah has put in countless hours mobilizing Black scientists and their allies via emails and Zoom meetings to build a support system for thousands of Black chemists across the United States, Canada, Africa and Europe — and helped secure about $130,000 in funding for postdoctoral fellowships.

Such is the determination of someone who has recently dedicated herself to trying to help build a fuller and more easily accessible pipeline into the STEM fields of science, technology, engineering and math. One of the most important ways to accomplish that, Mensah said, is to have more mentors with similar experiences to help guide students — and especially to help students of color and women students thrive.

That’s why in 2020, she co-founded BlackInChem, a nonprofit that helps Black chemists network with and support each other and aims to boost diversity in the sciences.

“I want to continue to be a mentor to Black people in chemistry, which is something I’m doing with my nonprofit,” said Mensah, who is working toward her doctorate in materials chemistry in the division of physical sciences in the UCLA College. “If you can’t see people who look like you doing science, then it’s harder for you to imagine yourself doing it as well — without the idea that you’re an imposter or you don’t deserve to be where you are.”

As someone committed to helping others succeed, Mensah credits her first chemistry professor for inspiring the young girl who grew up loving robotics to pursue a career as a scientist.

Karin Chumbimuni-Torres, an associate professor at the University of Central Florida, where Mensah did her undergraduate studies, proved firsthand how a woman and person of color could thrive in a field historically dominated by white men.

“She showed me what opportunities there are in chemistry,” said Mensah, who worked in Chumbimuni-Torres’ lab throughout college. “She helped me realize that I can do research as an undergraduate, present at conferences and if I work hard in a lab, that I can publish papers. She influenced the trajectory of my career in a major way.”

Now Mensah hopes to help other women and people of color recognize science as a viable career option.

“There’s a lot of us who are aching to contribute in the field, but it’s hard to because of the representation issue,” she said, referring to the lack of women and people of color in science labs. “And it really affects the future of the sciences.”

Image of the BlackInChem logo

BlackInChem logo. Image courtesy of BlackInChem

BlackInChem is part of the BlackInX network, which is made up of more than 80 groups representing STEM fields such as physics, neuroscience and science policy. BlackInX launched in 2020, after George Floyd’s death and the Black Birder incident in New York, when a white woman accused a Black bird watcher of threatening her. These incidents once again exposed the embedded racial inequalities in the United States.

“The response has been amazing,” Mensah said. “People are supporting us, not only financially but also showing up at our events and amplifying our work and the work of Black scientists.”

In February, BlackInChem and the UCLA division of physical sciences announced a travel grant members can apply for to attend the American Chemical Society Spring Conference, which takes place this month in San Diego.

And in August, BlackInChem teamed up with the Emerald Foundation, Inc., a private biomedical research organization, to offer a postdoctoral fellowship. The award is intended to help more Black researchers make the transition to tenure-track positions at top institutions.

“We realized that we don’t have a network and online community of scientists,” Mensah said. “I feel like it only helps the oppressor when those who are oppressed aren’t speaking to each other, creating fellowship, and talking to each other about their experiences.”

The sky’s not the limit

After graduating from the University of Central Florida in 2017 with a bachelor’s degree in chemistry and a minor in nanoscience, Mensah set her sights even higher. She applied to — and was accepted into — UCLA’s graduate program in chemistry. She received a master’s degree in materials chemistry in 2019 from UCLA.

“The illustriousness of the Ph.D. program attracted me to UCLA,” said Mensah, who studies biosensors that can detect neurotransmitters in vivo. “We have scholars who have accomplished amazing things. My department is not only advancing science and chemistry but advancing professional development of their people.”

And Mensah is doing her part to help a more diverse group of students tap the program’s strengths — at UCLA and beyond.

“Samantha is a visionary leader whose dedication is an example for anyone in the sciences, no matter the discipline,” said Miguel García-Garibay, dean of the division of physical sciences in the UCLA College. “Her commitment to increasing access and equity in the sciences has guided all of us to do better, from our home department of chemistry and biochemistry throughout the division of physical sciences and beyond.”

Mensah said she also appreciates her advisors, Anne Andrews, professor of chemistry and biochemistry, and Paul Weiss, distinguished professor of chemistry and biochemistry.

“They have been so supportive of all of my efforts and are training me to be a better scientist,” Mensah said.

At UCLA, Mensah also found inspiration in another woman — the late physicist and astronaut, Sally Ride. Ride, who took physics courses at UCLA, made history in 1983 by becoming the first American woman in space.

“I always knew about her but didn’t realize she was affiliated with UCLA,” Mensah said. “And then when I got here, I always passed her photo. There’s a Sally Ride exhibition in Young Hall with pictures and documents that I’d walk by every morning.”

That’s helped Mensah see the sky isn’t the limit — literally.

“She was not only a scientist, but an LGBT astronaut,” she said about Ride. “I am still holding onto the dream of becoming an astronaut. I love her tenacity.”

UCLA boasts others like Ride, who show what can be done with education. Anna Lee Fisher, a triple Bruin who earned a bachelor’s and master’s in chemistry from UCLA, as well as a medical degree from the UCLA School of Medicine, journeyed to space in 1984.

Becoming the mentor

Mensah’s path to UCLA wasn’t easy. Due to economic hardships, her family moved often, between the Dominican Republic, New York City and South Florida. Science didn’t make it on her radar until middle school, when she discovered afterschool programs ranging from journalism to theater to chemistry.

At first, she took classes after the bell rang to stall returning to her foster home. But she soon saw a whole new world of possibilities. Mensah especially loved the robotics club, where she learned how to code robots to perform tasks.

“It was my first introduction to STEM in general,” she says. “The sciences were what I was really excelling at. And once I realized I could manipulate matter on an atomic level, it was just onward from there.”

She’s never looked back. Instead, she hopes to serve as a visible inspiration to other Black women and girls who want to become scientists. Mensah channels Ride as she points out how important it is for girls to see role models in their careers so they can visualize themselves in those jobs. “You can’t be what you can’t see,” Mensah said, quoting Ride.

So, what’s next for the aspiring astronaut? After completing her doctorate, Mensah hopes to launch medical technology companies to help tackle medical issues such as heart disease, a leading cause of death in the Black community.

She’d also like to run for public office one day, so she can help advocate for STEM education and science funding.

“I remember thinking for years we need more diversity among scientists in government,” Mensah said. “And then later on, I realized that I could be the one striving toward representation.”

Related Links

This article originally appeared in the UCLA Newsroom. For more news and updates from the UCLA College, visit college.ucla.edu.

Illustration of rat near Hollywood signAmisha Gadani/UCLA

Intricacies of L.A.’s urban ecosystem are focus of new UCLA podcast

/in /by
Illustration of rat near Hollywood sign

The podcast’s premiere episode explores the conflict between people’s attempts to battle one species, rats, while preserving another, mountain lions. Image by Amisha Gadani/UCLA

By Jonathan Van Dyke

Not all of the celebrities in Los Angeles are humans.

Just witness the excitement around sightings of the city’s famous wild animals. One recent Los Angeles Times headline read, “Famed mountain lion P-22 makes dramatic appearance in Beachwood Canyon backyard.”

But even Angelenos who are fascinated by the big cats of the Santa Monica Mountains might not realize that the animals are threatened by factors that seem totally unrelated to their natural habitats. For example, what if the rodenticide being used to fight rat infestations in Los Angeles neighborhoods might ultimately harm P-22 and his running mates?

That’s the topic of the first episode of “The Labyrinth Project,” a new UCLA podcast available now on Apple, Spotify, Google, Amazon and Stitcher. Through six episodes, the series engages listeners in a range of ecological conundrums, all of which are as interconnected as the city’s vast natural ecosystems.

Its creator is Christopher Kelty, a UCLA anthropology professor and member of the UCLA Institute for Society and Genetics. Kelty’s Labyrinth Project research initiative inspired the podcast, and his work is funded in part by the UCLA Sustainable LA Grand Challenge.

“People see nature in different ways, and with different stakes,” he said. “Some people want to conserve nature in a certain way, other people want to exploit it and others are afraid of it. We wanted to really explore that idea.”

The premiere episode explores the conflict between people’s attempts to battle one species, rats, while preserving another, mountain lions. Studies by UCLA researchers and others have shown that rats killed by pesticides wind up in the food chain that ultimately leads up to bobcats and mountain lions, which can damage their immune systems and alter their genetics.

“We could ban the poisons, but the question remains: Do we want to live with rats? Should we be changing our relationship to rats as well as mountain lions?” Kelty said. “This podcast is an attempt to say that if you focus problem by problem, you won’t see the bigger picture. We’re trying to bring the bigger picture into focus in a way that’s easy to grasp. And we’re asking listeners to take a step back, and maybe to not have a strong opinion immediately.”

The podcast is written and produced by Kelty and five UCLA undergraduates and graduate students. Future episodes, which will be released each Monday, explore stories around coyotes, feral cats and the pressure people can feel from being bombarded with messages about living sustainably.

“I really delved into my own feelings about trying to live a sustainable lifestyle,” said Emma Horton, a third-year undergraduate student majoring in human biology and society, and a co-producer of one episode. “I found what I call ‘sustainability guilt practices’ all around me, and I realized there are these subtle forms of shaming consumers into living environmentally conscious lives, even though a lot of it is really out of reach for the average person.”

The team represents a wide range of academic interests. Spencer Robins, for example, is a doctoral candidate in English, with a focus on environmental literature.

“If you go out into Los Angeles and start talking with people who really know and care about the natural world here, you’re going to meet really wild characters with wild stories,” he said. In the Labyrinth Project, those characters range from trained scientists to a family that feeds a coyote at its front door to members of a satanist cult that morphed into the no-kill movement in Los Angeles.

For Chase Niesner, a graduate student in the UCLA Institute of the Environment and Sustainability, the project drove home the interconnectedness of a wide range of issues.

“What this project is really about is understanding and respecting the complexity of the urban ecosystem, and understanding that if you pull one thread, it changes everything else,” he said. “In urban ecology, you really can’t think of any one conversation separately from the others.”

This article originally appeared in the UCLA Newsroom. For more news and updates from the UCLA College, visit college.ucla.edu.

Graphic depicting an image of Martin Luther King Jr. as well as Rev. James Lawson and UCLA studentsGraphic by Tina Ly/UCLA. Photos by UCLA and UCLA Labor Center

UCLA nonviolence class connects students to Martin Luther King Jr.’s enduring legacy

/in , , , /by
The class taught by Rev. James Lawson Jr. has motivated students to carry on the fight for justice
Graphic depicting an image of Martin Luther King Jr. as well as Rev. James Lawson and UCLA students
By Citlalli Chávez-Nava

Though it’s been more than 50 years since he was killed, the teachings of civil rights leader Martin Luther King Jr. live on at UCLA, as they’re passed along from one of King’s contemporaries to today’s undergraduates.

For the past two decades, Rev. James Lawson Jr. — one of King’s close friends and fellow civil and labor rights leader, who King once referred to as “the leading strategist of nonviolence in the world” — has taught a UCLA course on King’s signature method for social reform.

Lawson, who received campus’s highest honor, the UCLA Medal, in recognition of his life’s work, co-teaches the class with Kent Wong, director of the UCLA Labor Center. “Labor Studies M173: Nonviolence and Social Movements” is part of the labor studies academic program and offered jointly with the African American studies department and the César E. Chávez Department of Chicana and Chicano and Central American Studies.

During the civil rights movement, King and Lawson embraced the philosophy of nonviolence as the most effective force to advance social, racial and economic equity in U.S. society. Together, they taught nonviolent resistance tactics to young activists, catalyzing lunch counter sit-ins, the 1961 Freedom Rides, and worker and student demonstrations that helped desegregate the South and inspired far-reaching voter mobilization efforts. In 1968, Lawson invited King to support the renowned Memphis Sanitation Strike where King was assassinated.

The class has motivated students to embrace King’s enduring legacy, while carrying on the fight for justice on campus and in the community.

“UCLA students have been inspired by Dr. King and Rev. Lawson’s teachings,” Wong said. “Many undocumented students of UCLA, in particular, have embraced the philosophy of nonviolence to win historic victories for immigrant rights, including DACA, the California Dream Act and health care access for undocumented young people.”

Students in the course examine nonviolent theory and its impact on social movements in the United States and around the globe while applying these concepts to present-day social challenges through service learning activities.

“We share a common commitment to getting the nonviolent history and theory into the public coffers where social change, personal change and the change towards equality can be made directly,” said Lawson said during a lecture last year.

Leticia Bustamante, who graduated from UCLA in 2017, said taking the class strongly influenced her academic journey and her activism. Among her most memorable class lectures was learning about King’s “Letter from a Birmingham Jail,” in which King wrote a powerful defense of a 1963 massive direct action campaign to pressure Birmingham merchants to desegregate the city during a busy shopping season. The letter is regarded as one of the most influential texts of the civil rights movement.

“For me, this letter serves as a blueprint and reference on the essentials of nonviolent action. Whether I am organizing for labor or immigration, I always keep the four [nonviolence] principles in the back of my mind,” Bustamante said. “I remind myself that the tensions we are creating are necessary. People should be made to feel uncomfortable, because progress and growth are never easy.”

Bustamante is now a master’s candidate in public policy at the UCLA Luskin School of Public Affairs and has returned to the class as a guest speaker to share her immigrant rights organizing experiences.

Last spring, when the course was moved to an online platform because of COVID-19 restrictions, Lawson and Wong identified an opportunity to share the class with a wider audience. The weekly lectures and conversations were made available in real-time and were also archived on the Labor Center’s YouTube channel.

“Rev. Lawson has deep relationships with union activists, the faith community and social justice leaders throughout the country. We thought this would be an excellent opportunity to spread his teachings on nonviolence far and wide,” Wong said.

Among other distinguished guests, the class featured labor and civil rights activist Dolores Huerta, Black Lives Matter Los Angeles co-founder Melina Abdullah, California State Senator Maria Elena Durazo and anti-apartheid leader Rev. Allan Boesak who addressed the class from his home in South Africa. Lectures offered viewers perspectives on the Delano grape strikes, the Nashville sit-ins and nonviolence movements in other countries. Students and viewers also had the opportunities to discuss Los Angeles-based movements in support of hotel worker rights and Black Lives Matter.

“Our labor studies program is proud to offer a curriculum that connects students to King’s legacy and the teachings of Rev. Lawson,” said Tobias Higbie, professor of history and labor studies faculty chair. “Lawson not only inspires our students by his long career, he also challenges each of us to live up to our potential as agents of positive social change.”

This coming spring 2022, the class will explore similar themes and students will also learn about Lawson’s teachings in a new book, “Revolutionary Nonviolence: Organizing for Freedom,” to be published by UC Press next month. Lawson and Wong hope to teach the course in-person but are prepared to offer the course virtually once again if public health restrictions persist.

This article originally appeared in the UCLA Newsroom. For more news and updates from the UCLA College, visit college.ucla.edu.

New scholarship supports undergraduate internships at community organizations

/in , /by
Image collage of Destiny Clark, Victoria Liu, Maya Desai

Destiny Clark, Victoria Liu, Maya Desai

By Robin Migdol

An unpaid summer internship is practically a rite of passage for most college students. But a new scholarship awarded this year by the UCLA Center for Community Engagement enabled four undergraduates to turn their unpaid internships at nonprofits and other community-centered organizations into paid ones.

  • Destiny Clark, junior physiological science major and public health minor, interned with Building Blocks for Kids, which promotes financial literacy and career development in low-income high school students. For her internship, she helped with curriculum development and outreach to local organizations to recruit volunteers.
  • Khushi Desai, senior sociology major and labor studies minor, interned with 826 Valencia, a nonprofit that supports under-resourced students from elementary through high school with their creative and expository writing.
  • Maya Desai, senior public affairs major and urban and regional studies minor, interned with the City of Santa Cruz’s Parks and Recreation department. She helped create a centralized database of information about all the parks, beaches and coastal access points that are run by the Santa Cruz County Parks and Planning department.
  • Victoria Liu, senior psychobiology major and global health minor, interned with South African epidemiologist Dr. White Ndwanya, who works with UNAIDS. Liu was part of a project to investigate how local NGOs provide holistic services to people with HIV/AIDS in South Africa, and she also helped create a COVID-19 epidemiological profile for the Western Cape province showing the progression of infection levels and the effectiveness of lockdowns. This internship was part of the UCLA Global Internship Program.

The four scholarship recipients noted how valuable their internships’ hands-on experience is to their overall education and career preparation. Maya Desai said working with permits, development plans and other logistical aspects of urban planning gave her a new perspective on paperwork.

“I hadn’t learned about that in any of my urban planning classes, but through this process I realized nothing gets done without it,” said Desai, who seeks a future career in transportation planning. “It was definitely a reality check for me to understand this is what a large part of being an urban planner is going to be like on a day to day basis.”

Clark said it’s important to her to include community service in her college experience. Working with Building Blocks for Kids was especially meaningful since she went through the program as a high school student.

“I remember how challenging it was for me going through my high school education, trying to come to UCLA,” Clark said, “so I want to really give tips and advice to those students just so they won’t have to go through those hard times.”

The scholarships were funded by a gift from Wendy Liberko and other generous donors. Liberko said her experience volunteering for nonprofits and serving on nonprofit boards makes the impact of her gift even more meaningful.

“You’re not living if you’re not giving. I hope this scholarship can have a lasting impact, not only with the students but with programs that they end up supporting,” Liberko said. “If working for a nonprofit or community organization is someone’s passion, then helping them be efficient and well-rounded makes such a difference.”

“The scholarship allowed me an additional avenue to pursue a nonprofit internship,” Liu said. “That sector is definitely something that I’m very interested in, especially in ways that they uplift marginalized communities and bridge a lot of the equity issues that we’re seeing in our society, specifically in healthcare.”

Shalom Staub, director of the Center for Community Engagement, said internships can be enormously impactful on a student’s development, enriching their academic learning and affording them a real-world taste of working in a prospective field of professional interest.

“I am so grateful to our donors for supporting these scholarships,” he said. “They made unpaid nonprofit internships accessible to students who might not otherwise have this opportunity at this critical moment in their education and pre-professional development.”

Photo of Urban oil drilling in Inglewood. Photo Credit: Ty Woodson/KLCS

UCLA environmental experts featured in PBS series about sustainability

/in /by

Faculty and others play a major role in shaping stories of accountability in ‘Sustaining US,’ whose second season debuts Oct. 6

By Madeline Adamo 
Photo of Urban oil drilling in Inglewood. Photo Credit: Ty Woodson/KLCS

Urban oil drilling in Inglewood. Photo Credit: Ty Woodson/KLCS

Browse all episodes of “Sustaining US” here.

As climate change and other environmental threats continue to harm and threaten people’s daily lives, the United States remains politically and ideologically divided. KLCS PBS show “Sustaining US” has partnered with the UCLA Institute of the Environment and Sustainability to foster earnest discussion — informed by top research and perspectives.

The weekly half-hour program highlights topics related to green buildings and cities, climate change, health care, homelessness and transportation. UCLA faculty, alumni and students represent many of the experts on the program.

Content producer David Colgan said that the focus of the show is to approach environmental issues with science and to present solutions, not fearmongering. Colgan, who is the director of communications at the institute, works with the PBS producers to help identify topics and experts.

“I get to talk to brilliant people at UCLA, and many of them are great at breaking down issues in a conversational way,” Colgan said. “I want viewers of ‘Sustaining US’ to have that same access.”

Colgan says UCLA’s collaboration in the project began when investigative journalist David Nazar contacted the university for a source on a story about wildfires. During the conversation, both recognized the need for more rigorous news reporting about climate change and sustainability, and realized a partnership between PBS and the nation’s top-ranked public university could help inform and educate viewers.

“What sets ‘Sustaining US’ apart from other news programs is that we don’t just focus on the doom and gloom of environmental issues,” said Nazar, host and reporter of the program. “We bring people from all walks of life together to explore each issue and find solutions.”

KLCS is a multiple Emmy Award–winning, noncommercial PBS affiliate station, broadcasting to more than 15 million viewers in Los Angeles and throughout Southern California. KLCS is licensed to the Los Angeles Unified School District’s Board of Education, the second-largest school district in the nation, educating more than 673,000 students. Ty Woodson directs and co-produces the program for the station.

The Radio & Television News Association of Southern California awarded “Sustaining US” two Golden Mikes in 2020 for its first season, which went beyond traditional sustainability topics to talk about social issues such as homelessness and technology.

Topics and respective UCLA experts in season two include:

  • – The Los Angeles River: Stephanie Pincetl, founding director of the California Center for Sustainable Communities at UCLA
  • – Ancient cities: Monica Smith, professor of anthropology
  • – Solar decathlon: UCLA student team
  • – Desalination: Zack Gold, alumnus
  • – Urban heat islands: Alan Barreca, associate professor at the UCLA Institute of the Environment and Sustainability, and graduate student Edith De Guzman
  • – Los Angeles aquarium/high-level discussion of environmental issues: Peter Kareiva, UCLA adjunct professor
  • – Culver City oil drilling: David Colgan

Season two premiers Wednesday, Oct. 6, and will air weekly on Wednesdays at 10 p.m. and the following Mondays at 5:30 p.m. Viewers can watch on the following channels in Southern California or livestream on KLCS PBS.

This article originally appeared in the UCLA Newsroom.

A photo of Anne Nguyen.

Graduating senior forged new connections to Vietnamese heritage through UCLA class

/in , , /by
A photo of Anne Nguyen.

UCLA senior Anne Nguyen. (Photo Courtesy of Anne Nguyen)

Anne Nguyen started observing the economic and emotional tolls of the pandemic before a lot of others.

Having grown up in a community of mostly Vietnamese immigrants, she knew families who owned nail salons, people who worked as nail techs and also was familiar with some of the health concerns given the exposure to chemicals in that industry. It wasn’t until she came to UCLA in 2017 that she realized the severity of some of the health problems associated with spending hours in a salon.

Then in March 2020, nail salon workers were being laid off even before shutdown orders because of the rapid decline in business after false reports that the virus was spreading in nail salons. Soon after there was the rise in anti-Asian racism.

“The impact on this community feels close to home,” said Nguyen, a soon-to-be UCLA graduate from San Jose, California, who is determined to help the broader immigrant community that raised her.

During her time at UCLA, Nguyen spent four years volunteering with the student-run Vietnamese Community Health organization, or VCH, which operates mostly in Orange County offering screenings for hypertension, blood glucose, cholesterol, as well as women’s health services like mammograms or OB-GYN consultations.

Nguyen and the group have also focused on offering connections to mental health providers who speak Vietnamese. She says the community, especially the elderly members, have historically stigmatized the use of mental health resources, but that these resources are invaluable to refugees and immigrants who are adjusting to a foreign culture and experiences.

“I think that my work with VCH was particularly meaningful to me because it introduced me to community-based medicine,” said Nguyen, who is on track to earn her bachelor’s degree in biochemistry and a minor in Asian American studies. “I loved the focus that the organization had on educating their patients, as well as treating/screening them. It really helped me establish my service philosophy of giving communities the tools they need to commit to long-term change themselves.”

This past winter quarter, Nguyen’s desire to help Asian immigrants, took a more academic turn. She enrolled in a course put on by the Asian American studies department and the UCLA Center for Community Engagement called “Power to the People: Asian American Studies 140XP.”

The Center for Community Engagement supports community-engaged research, teaching and learning in partnership with communities and organizations throughout Los Angeles and beyond. This particular course was borne out of the hunger strike at San Francisco States University in the 60s, during which students demanded the school offer ethnic studies classes and that the school diversify its faculty and student body. This course, which has been taught at UCLA for seven years exposes students to different Asian American and Pacific Islander communities in greater Los Angeles and creates opportunities to work directly with those organizations.

During the course, Nguyen met with the instructor and her classmates two hours each week to discuss history and theory, and met virtually with community organizers, advocates and members of the nail salon industry through the California Healthy Nail Salon Collaborative. The statewide, grassroots organization addresses health care, environmental factors, reproductive justice, and other social issues faced by low-income, immigrant and refugee women from Vietnam.

Dung Nguyen, program and outreach manager for the collaborative, supervised Anne Nguyen (no relation) and previous UCLA students who interned at the organization. Dung said there is nothing like working directly for an organization to bring social activism to life.

“Our student interns often reflect how civic engagement, advocacy, community organizations and collective power in a text book are very different than seeing this all play out in reality,” Dung Nguyen said.

Nguyen and another student phone banked to raise awareness about two bills in the state legislature — assembly bills 15 and 16, which were intended to protect tenants from being evicted during the pandemic and beyond. The pair created packages of Lunar New Year cards and masks for members of the nail salon collaborative to reinforce social bonds with the group during the isolation of the pandemic. They ran a small fundraiser to support nail salon workers who lost income during the pandemic and couldn’t meet their most basic needs. They also conducted a survey to see which members had been vaccinated, and then helped women get vaccination appointments so they could return to work safely.

“I did not expect to take a class like this when I came to UCLA since I never thought of volunteering/interning as something you can structure into a curriculum,” Nguyen said. “Every organization had a different method of organizing to best fit their communities and this class really reinforced that this was valid. The class gave me a greater appreciation for all the thought that went into the creation and continuation of the nail salon collaborative and all of the other class partners.”

Community organizer and course lecturer Sophia Cheng said that all the community partners tend to see themselves as part of the ethnic studies movement that started in the 1960s.

Cheng, who is the primary liaison for all the organizations, pushes students to go beyond critiquing, analyzing and dissecting situations, instead asking them to come up with real solutions to real issues. She said that she’s not trying to train every student to join the non-profit sector; there aren’t enough jobs in the Asian American nonprofit sector. Instead, Cheng focuses on different ways students can serve their communities in whatever career path they take.

Nguyen’s trajectory continues to be influenced by Cheng’s approach.

“I want to be a doctor, and I am focused on community health,” Nguyen said. “The course taught me to be more cognizant of cultural fit when it comes to health care, and other needs. A lot of Asian American and Pacific Islander patients might not trust or have resources like in typical western health care. The older generation also might not trust the younger generation. I’m using approaches from class to figure out how to approach medicine and how to help people, from the place where they are. I try to figure out what are the needs of the people, how can I serve them, and help them strengthen what they have to improve themselves.”

This article, written by Elizabeth Kivowitz, originally appeared in the UCLA Newsroom.

Journeys in Precollege Summer Institutes

/in , /by

By Robin Migdol

The summer before their senior year in high school, Ryan Vuong and Alysa Kataoka each spent a week on campus participating in UCLA’s Precollege Summer Institutes, but that was only the beginning of their Bruin journeys. Both went on to attend UCLA as undergraduates.

A photo of Alysa Kataoka

Photo courtesy of Alysa Kataoka.

Precollege Summer Institutes are residential and commuter programs for high school students taught by UCLA instructors. Students can earn academic credit and take part in field trips and laboratory research. With nearly two dozen subjects as diverse as Game Lab and Mock Trial, Precollege Institutes offer students the opportunity to delve deeply into an area they’re passionate about.

Engineering a path forward

Kataoka participated in the Nanoscience Lab Summer Institute, offered by UCLA College’s California Nanosystems Institute (CNSI), in 2016. Already planning to apply to UCLA, she chose nanoscience to gain hands-on experience in engineering and applied science.

During the program Kataoka explored a variety of topics in nanoscience and gained a mentor in program coordinator Elaine Morita, who advised Kataoka on internship and other opportunities after her acceptance to UCLA.

Kataoka graduated with a degree in mechanical engineering in 2021 and will begin a master’s in mechanical engineering at UCLA in the fall. She said the Nanoscience Summer Institute taught her skills that she still uses today.

“The most important skill I learned was to be able to explain science or scientific concepts to people who aren’t familiar with chemistry or engineering,” she said. “I also learned to be comfortable with public speaking. People have this idea that engineers kind of keep to themselves and they don’t have to interact that much with other people, but I realized that that couldn’t be further from the truth.”

A photo of Ryan Vuong

Photo courtesy of Ryan Vuong (far left, back row) with friends at the Sci I Art Lab Summer Institute.

A head start on life skills

In 2018, Vuong participated in the Sci | Art Lab Summer Institute, which bridges science and art to encourage creative thinking and innovation. Apart from enjoying the coursework, he caught an early glimpse of life on campus.

“What I enjoyed most was the ability to interact and connect with other students my age, especially in such a close-knit setting with everyone living in the same dorm,” said Vuong, now a UCLA Regents Scholar entering his junior year as a com-puter science major. “It helped me get a sense of living on my own, doing my own laundry, keeping track of meals, and not having a parent with me at all times.”

Both Vuong and Kataoka were also recipients of UCLA Summer Sessions’ Summer Scholars Support, a need- and merit-based scholarship for California high school students.

Learn more

www.summer.ucla.edu

A photo of Royce Hall.

Lessons Learned: UCLA Symposium on Remote Teaching during COVID-19

/in , , /by

Students haven’t been the only ones navigating a new college experience during the COVID-19 pandemic. For faculty, switching to fully remote teaching posed a challenge unlike anything they’d experienced before.

UCLA’s Center for the Advancement of Teaching, along with its partners CEILS, EPIC, and OTL,* hosted its third annual symposium for UC faculty and staff in April. “Teaching at UCLA – Looking Forward with 2020 Vision” featured panel discussions, talks and workshops centered on lessons learned during remote teaching since March 2020.

A central theme was how to keep students engaged in a virtual classroom. At the faculty roundtable, professors discussed the effects of holding classes and office hours virtually from home, with some noting that the newfound flexibility of remote teaching had enabled them to make stronger connections with students.

A photo of Royce Hall.

A view of Royce Hall from the southwest, across the Shapiro Fountain.

“[Remote teaching] brought us together in ways I have never experienced in 24 years at UCLA. I felt a level of humanity with my students that I had not experienced before,” said Abel Valenzuela Jr., professor of Chicana/o and Central American studies and of urban planning and director of the Institute for Research on Labor and Employment.

Valenzuela said that hosting virtual informal hangouts with his students to talk about anything on their minds was particularly impactful.

English professor Danny Snelson shared different gaming tools he used to make lectures fun and engaging for his students, including Discord, Animaze, Gather Town and Snap Camera.

Other faculty discussed the various ways they adapted their assignments and class organization to be mindful of the challenges of remote learning and the pandemic. Being flexible with deadlines, offering smaller, low-stakes assignments, and giving students space in discussions or journals to express their thoughts and concerns were all successful in keeping students engaged and supported.

Student panelists noted that although it was challenging to connect with their classmates in a virtual setting, working in small groups and spending more time discussing topics as a class helped them feel part of a community.

Imani Easton, graduate student in civil and environmental engineering, said that remote learning has equipped students with valuable communication skills that will prepare them for life after graduation.

“We’ve gotten to a point where we have to speak up and contribute. Before we used to just sit in lecture and take notes,” Easton said. “When we go back to campus, I’m looking forward to having more of a dialogue and open communication.”

David Schaberg, senior dean of UCLA College, dean of humanities and professor of Asian languages and cultures, said that despite the successes of remote learning, he wants to get as many people back on campus as possible.

“Nothing can truly replicate the excitement and personal growth students experience on a college campus,” Schaberg said. “We cannot give up the ideal of the campus space where people interact with their full selves. This is where students come to test out their adult selves, and you can’t do that online.”

Watch recordings of all sessions from the symposium here.

*Center for Education Innovation & Learning in the Sciences (CEILS), Excellence in Pedagogy and Innovative Classrooms (EPIC), Online Teaching & Learning (OTL)

This article was written by Robin Migdol.

A photo of Abeer Ali Abdullah Al-Abbas

Linguistics student fulfills dream at UCLA

/in /by
A photo of Abeer Ali Abdullah Al-Abbas

Abeer Ali Abdullah Al-Abbas, a third-year graduate student, says, “By going to America to get my Ph.D., I would have better opportunities to expand my learning, my cultural awareness and my life.” (Courtesy of Abeer Ali Abdullah Al-Abbas)

In honor of International Women’s Day 2021 on March 8, the UCLA International Institute is publishing a series of profiles of female Bruins.

Abeer Ali Abdullah Al-Abbas, a UCLA graduate student in linguistics who hails from Saudi Arabia, grew up in the Farasan Islands, a group of coral islands in the Red Sea. A star student throughout her school years, Abeer set her sights on a college education as a young girl with her mother’s strong support.

After graduating from high school in 2007, Abeer had to move to mainland Saudi Arabia to attend college. She chose linguistics among the majors open to her because she felt it would help her learn foreign languages. She began her studies at Jeddah University, but received her bachelor’s degree at Jazan University in 2011.

She soon found a job at her alma mater as a linguistics lecturer, but she was required to continue her higher education. “I had heard how the United States had the biggest and greatest universities in the world, and I felt that my place was there,” Abeer says.

In 2018, Abeer completed her master of arts degree at Cal State Long Beach. She was accepted into a number of doctoral programs in linguistics, including UCLA. Now in her third year of study at UCLA, the Bruin graduate student is on the cusp of submitting her thesis to become an official Ph.D. candidate and hopes to become a teaching assistant this spring or fall.

“I’ve gained something bigger than just an education by studying in America,” she says. “It’s made me more open to the world. I value that people from other cultures and religions are now my close friends — that was the greatest thing I learned here,” she says.

This article originally appeared on the UCLA Office of International Studies and Global Engagement’s website. Click to read the full article.